Huong Hoang Le , Bea Staley , Sue Shore , Georgie Nutton
{"title":"Beyond awareness: Social justice agents and preservice teacher possible selves","authors":"Huong Hoang Le , Bea Staley , Sue Shore , Georgie Nutton","doi":"10.1016/j.tate.2024.104698","DOIUrl":null,"url":null,"abstract":"<div><p>Despite significant inequalities in Australian education, social justice appears absent in recent government reports and low in foreshadowed practical changes to teacher education programs. This study analyzes 13 transcripts from preservice teacher interviews and 94 related university assignments in a four-year Australian teaching degree. Findings revealed social justice as multi-dimensional, including selected group association, fair and equitable treatment, and strategies to achieve inclusion. Such tangible ideas are helpful; however, newly graduated teachers also require progressive exposure to enact these ideas in context to gain confidence and realize the potential inherent in their aspirations to support student inclusion.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002300/pdfft?md5=e93e17ed83b625cfab15c84a36b09a43&pid=1-s2.0-S0742051X24002300-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24002300","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Despite significant inequalities in Australian education, social justice appears absent in recent government reports and low in foreshadowed practical changes to teacher education programs. This study analyzes 13 transcripts from preservice teacher interviews and 94 related university assignments in a four-year Australian teaching degree. Findings revealed social justice as multi-dimensional, including selected group association, fair and equitable treatment, and strategies to achieve inclusion. Such tangible ideas are helpful; however, newly graduated teachers also require progressive exposure to enact these ideas in context to gain confidence and realize the potential inherent in their aspirations to support student inclusion.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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